2025 Speakers

Kari Adams, MA
Inclusive Leadership Center Director, Thompson Policy Institute on Disability

Kari Adams is a recognized leader in inclusive education, systems change, and equity-focused leadership. As the Inclusive Leadership Center Director at Chapman University’s Thompson Policy Institute, Kari leads the Coalition of Inclusive School Leaders, partnering with school administrators to develop inclusive systems that center students with disabilities, particularly those most marginalized. With nearly two decades of experience, Kari’s work has focused on dismantling barriers, building educator capacity, and improving outcomes for diverse learners. Her previous role as a special education coordinator at Newport-Mesa Unified School District involved district-wide initiatives in inclusion, literacy, and leadership development. Kari’s expertise lies in aligning systems for meaningful change, fostering safe and supportive school environments, and amplifying the voices of students often pushed to the margins. She currently serves as President of the Association of California School Administrators (ACSA) Region 17, continuing her mission to advance equitable opportunities for all students.

Erin Andres, PhD
Postdoctoral Fellow, University of Missouri Thompson Center

Dr. Erin Andres received her BS in Neuroscience, and MA and PhD in Child Language. The Child Language Doctoral Program was centered on questions of language acquisition and impairment from many perspectives; Erin used family-based genetic methods during her doctoral work. She is currently a Postdoctoral Trainee (F32MH134481) at the Thompson Center at the University of Missouri-Columbia working with Dr. Stephen Sheinkopf (MU) and Dr. Gordon Ramsay (Emory) to expand her expertise to measurement of behavior in infancy to ultimately contribute to more precise phenotypes for future genetic investigation.

Lindsay Athamanah, PhD, CCC-SLP
Associate Professor of Special Education, University of Missouri – St. Louis

Dr. Lindsay Athamanah is an associate professor of special education at the University of Missouri – St. Louis. She earned her doctorate at the University of Illinois at Chicago and completed her postdoctoral work co-located at Michigan State University and the University of Galway, Ireland. Before she received her doctorate, Dr. Athamanah was a speech-language pathologist in the Chicago Public Schools. Her work with autistic students and her desire to see them succeed post-school led her to pursue her PhD. Dr. Athamanah’s research areas include college-age social peer programs and friendships, coworker and employer capacity building, and inclusive employment and education programs.

B. Blair Braden, PhD
Associate Professor, Arizona State University

Dr. B. Blair Braden is an Associate Professor in the College of Health Solutions and Director of the Autism and Brain Aging Laboratory at Arizona State University (ASU). She received her doctorate in behavioral neuroscience psychology from ASU, and completed postdoctoral training in neuroimaging and neuropsychology at Barrow Neurological Institute in Phoenix. Her research group is among the first to study age-related changes and develop support programs for autistic adults across the lifespan, with a focus on autistic women. Her work has been funded by the National Institutes of Health, Department of Defense, and the State of Arizona.

Lauren Bruno, PhD
Assistant Research Professor, Kansas University Center on Disabilities

Dr. Lauren Bruno (she/her) is an Assistant Research Professor with the Kansas University Center on Disabilities. She is dedicated to improving post-school outcomes for youth with disabilities, with a focus on increasing access to postsecondary education, competitive integrated employment, and meaningful community engagement. She supports educators in implementing evidence-based practices—such as the Self-Determined Learning Model of Instruction(SDLMI)—to promote positive outcomes for students.

Meghan Burke, PhD, BCBA-D
Professor, Vanderbilt University

Dr. Meghan Burke is a professor of special education at Vanderbilt University, Peabody College. Her research interests include advocacy, families (i.e., parents and siblings) of individuals with disabilities, and disability policy. Her research examines how families advocate for services for their family members with disabilities. She also conducts research examining how siblings of individuals with disabilities transition to caregiving roles. Dr. Burke has developed and tested advocacy programs, including the Vanderbilt Kennedy Center’s Volunteer Advocacy Project (VAP) to educate and empower parents of individuals with disabilities to access services, not only for their own children. but also for other families and for systemic change. To date, the project has been replicated in seven states and has been offered in English, Korean, and Spanish to families of individuals with disabilities. Dr. Burke has lectured widely and published more than 136 articles in scholarly journals and she is also a member of eight editorial boards.

Casey Clay, PhD, BCBA-D
Assistant Professor and ABA Clinical Director, Utah State University

Dr. Casey Clay received his PhD at Utah State University. He was previously a post-doctoral fellow and an assistant professor in the Department of Special Education at the University of Missouri and served as a clinical director at the Thompson Center for Autism and Neurodevelopmental Disabilities. Following this role, he served as the Director of Behavior Clinics at Children’s Hospital of Orange County (CHOC) in California. He is currently an assistant professor at Utah State University. Dr. Clay is a former President of the Four Corners Association for Behavior Analysis and served on the Missouri Association for Behavior Analysis Board of Directors. He is a co-author of the widely used textbook Behavior Analysis and Learning. Dr. Clay’s research interests include preference assessment methodologies, assessment and treatment of problem behavior assessment, and methods to efficiently and effectively train challenging behavior assessment and intervention practices. Dr. Clay has recently been investigating use of fully immersive virtual reality training for assessment and intervention for use in educational and other settings. His work on this topic has been funded by the U.S. Department of Education, local Children’s Hospitals, and state and regional school boards. He has a broad background in behavior analysis, working with students, and training service providers in hospitals, schools, and ABA companies.

Amber Davis, PhD
Research Associate and Social Worker, Johns Hopkins University

Dr. Amber Davis is a research clinician at Johns Hopkins University/Bayview Medical Center. Her research focuses on understanding risk and resilience factors of Black autistic youth and emerging adults to develop culturally affirming mental health interventions.

Amie Duncan, PhD
Clinical Psychologist, Cincinnati Children’s Hospital and Associate Professor, University of Cincinnati

Dr. Amie Duncan is a clinical psychologist in the Division of Behavioral Medicine and Clinical Psychology at Cincinnati Children’s Hospital Medical Center and is an Associate Professor of Pediatrics at the University of Cincinnati College of Medicine. She has been working with autistic children, adolescents, and young adults for over 20 years. Dr. Duncan specializes in helping autistic adolescents develop the necessary skills to make a successful transition to the adult world in the areas of employment, college, independent living, and community participation. Her main area of research focuses on developing and evaluating an intervention that targets daily living skills such as hygiene, cooking, cleaning, laundry, and money management skills in autistic adolescents. She also has developed an intervention targeting academic executive functioning skills such as organization, planning, and prioritizing for adolescents with autism in both the school and clinic settings. She currently has funding through NIH and has previously had funding through the Department of Defense, NICHD, and the Department of Education.

Benjamin Edwards, BS
Assistant Researcher, Kanas University Center on Disabilities

Mr. Ben Edwards (he/him), is an autistic assistant researcher with the Kansas University Center on Disabilities. Ben is dedicated to promoting self-determination for youth with disabilities through training professionals. He has formerly led the Kansas City League of Autistics and holds a B.S. in Cultural Studies from the University of Central Missouri and a graduate certificate in Disability Studies from the University of Missouri-Kansas City.

Amy Esler, PhD
Professor, Department of Pediatrics, University of Minnesota

Dr. Amy Esler is a Professor in the Department of Pediatrics and a licensed psychologist and researcher at the Masonic Institute for the Developing Brain at the University of Minnesota. She completed her PhD in school psychology from the University of Minnesota. Her clinical interests include diagnosis and characterization of autism and related diagnoses and care and support of individuals with profound autism, fragile X, and other rare genetic conditions. Her research focuses on effective interventions for aggression and self-injury, improving equitable access to care, and measurement of behaviors and characteristics for tracking growth and change in development.

Audri Sandoval Gomez, PhD
Director, Thompson Policy Institute

Dr. Audri Sandoval Gomez is the Director of the Thompson Policy Institute (TPI) on Disability in Chapman University’s Attallah College of Educational Studies. Before assuming her current role, she worked as a special education teacher and a school district administrator, where she managed the special education departments for nine schools, spanning kindergarten through 12th grade. Dr. Gomez is the lead and principal investigator on multiple grants and contracts from organizations such as the Bill and Melinda Gates Foundation, Oak Foundation, Regional Center of Orange County, and the California Department of Education. Her research and professional focus centers on promoting inclusive programming, universal design for learning, enhancing school culture, and empowering PK-12 educators and administrators to ensure equitable access and opportunities for all students.

Emily Kuschner, PhD
Assistant Professor of Psychology, University of Pennsylvania Perelman School of Medicine & Psychologist, The Children’s Hospital of Philadelphia

Dr. Emily Kuschner is an Assistant Professor of Psychology in Psychiatry at the University of Pennsylvania (UPenn) Perelman School of Medicine and Scientist and Licensed Psychologist at The Children’s of Hospital Philadelphia (CHOP) in the Departments of Child and Adolescent Psychiatry and Behavioral Sciences and Radiology. Dr. Kuschner conducts developmental, neurocognitive, and diagnostic assessments as well as treatment for autistic individuals and her research focuses on using personalized interventions to support unmet needs for autistic youth. Her work identifies critical gaps in available supports and aims to develop or adapt treatments to fill gaps in two key areas: (1) Personalized Treatment for Food Selectivity in Autistic Youth, and (2) Inclusive Neuroimaging in Autism.

Tim Landrum, PhD
Professor, University of Louisville

Dr. Timothy J. Landrum is a Professor in the Department of Special Education, Early Childhood, and Prevention Science at the University of Louisville. His research and teaching focuses on emotional and behavioral disorders, classroom and behavior management, the identification of evidence-based practices, and the translation of research into practice. He has contributed as author or editor to more than 100 publications (journal articles, chapters, and books) and has served as editor of two journals (Behavioral Disorders, and Beyond Behavior). He is a past President of the Council for Exceptional Children’s Division for Research (CEC-DR) as well as their Division for Emotional and Behavioral Health (DEBH). He is the recipient of the 2022Outstanding Leadership Award from the Midwest Symposium for Leadership in Behavioral Disorders (Kansas City, MO). He began his career teaching students with autism in a residential setting, and then students with emotional and behavioral disorders in public school settings.

Cynthia Livingston, PhD, BCBA-D, LBA
Assistant Professor, University of Nebraska, Munroe-Meyer Institute

Dr. Cynthia Livingston is an Assistant Professor at the University of Nebraska Medical Center’s Munroe-Meyer Institute. She received a Bachelor of Science in Applied Behavioral Science from the University of Kansas, a Master’s of Arts in psychology from the University of the Pacific, and a Doctorate in Applied Behavior Analysis from the University of South Florida. Dr. Livingston completed a postdoctoral fellowship at Johns Hopkins School of Medicine and Kennedy Krieger Institute, where she worked in their Neurobehavioral Outpatient Unit on the assessment and treatment of severe problem behavior for individuals with developmental disabilities. Dr. Livingston’s work focuses on evidence-based assessments and interventions for children with severe challenging behavior, particularly in the context of functional communication training. She is committed to bridging the gap between research and practice. Her work ensures that evidence-based strategies have a meaningful impact in the lives of individuals and families. Her research interests center on optimizing treatment outcomes by incorporating individual preferences, with a strong emphasis on promoting autonomy and empowering caregivers to be active agents in their child’s success. She is dedicated to mentoring the next generation of behavior analysts, guiding students in innovative, data-driven approaches to severe behavior interventions.

Brandon May, PhD, BCBA-D
President & CEO, Elite ABA Services and Behavior Analyst, Wash U

Dr. Brandon May is a board-certified behavior analyst and the President and CEO of Elite ABA Services. Dr. May also practices at the School of Medicine at Washington University in St. Louis and at St. Louis Children’s Hospital. He is the creator of the Fit 4 All curriculum, a health and wellness curriculum for individuals of all ability levels. Fit 4 All’s outcomes have been published in peer-reviewed journals, including Behavior Analysis in Practice and the Journal for Autism and Developmental Disorders, presented at the Association for Behavior Analysis International and Missouri Association for Behavior Analysis conferences, and featured on the top-ranked ABA podcasts. Dr. May is the parent to six exceptional children with his wonderful wife, Heather. In his free time, he enjoys strength training and playing sports with his family and friends.

Kimberly Selders, PhD
Senior Consultant & Research Scientist, University of Missouri Prevention Science Institute

Dr. Kimberly J. Selders is a Senior Consultant & Research Scientist with the University of Missouri’s Missouri Prevention Science Institute. Dr. Selders has extensive experience working as a school psychologist, autism specialist, school mental health provider, and consultant/coach for teacher classroom management development and implementation of comprehensive school mental health models. She holds a doctorate in special education, and has presented and published in the areas of culturally responsive practices for students with emotional behavioral disorders, autism assessment and intervention, and evidence-based practices for school-based social, emotional, and behavioral screening and interventions.

Karen O’Connor, Phd, BCBA
Behavior Analyst, Southwest Cook County Special Education Cooperative

Dr. Karen O’Connor has a doctorate in special education from the University of Missouri and is a Board Certified Behavior Analyst (BCBA). She has over fifteen years of experience working with individuals with disabilities across a variety of settings. Dr. O’Connor is currently a behavior analyst with the Southwest Cook County Special Education Cooperative. Within her role she focuses on the application of evidence based practices to address student goals. She also focuses on building capacity within educational teams.

ABA Inside Track
Robert Parry-Cruwys, MSEd, BCBA
Diana Parry-Cruwys, PhD, BCBA-D
Jacquelyn MacDonald, PhD, BCBA-D

Robert Parry-Cruwys is a special educator and behavior consultant for a public school in Massachusetts. His interests include addressing school refusal, collaboration in school settings, therapeutic gaming, and going with gusto. Diana Parry-Cruwys, PhD, BCBA-D, is an associate professor of behavior analysis at Regis College. Her interests include naturalistic developmental behavioral intervention (NDBI), incorporating neurodiversity affirming perspectives into science, and crocheting cute things. Jacquelyn MacDonald, PhD, BCBA-D, is an associate professor of behavior analysis and an assistant dean of brain and behavioral sciences at Regis College. Her interests include ethics, culturally responsive care, yoga, dogs, and giving warm hugs. The three together are the co-hosts of ABA Inside Track, a behavior analytic podcast that reviews and discusses behavior analytic research topics. The show has been around for almost 10 years and their friendship has been around for much longer.

Catlaina Vrana
AAC Advocate, Public Speaker, Children’s Book Author, and Illustrator

Ms. Catlaina Vrana is an adult with autism and an expressive speech disability. She has used an assistive device to communicate for twelve years. Catlaina believes that everyone has the right to communicate. She has spoken about the importance of communication access to families, students, educators, and professionals, as well as written articles and a children’s book to bring further awareness and acceptance of AAC. Catlaina is passionate about helping hercommunity and spends much of time crocheting and donating toys to a foster care program.

Allison Wainer, PhD
Associate Professor of Psychiatry and Behavioral Sciences, Rush University Medical Center

Dr. Allie Wainer is a licensed clinical psychologist, Associate Professor in the Department of Psychiatry and Behavioral Sciences at Rush University Health System (RUSH), and the Research Director of the AARTS (Autism Assessment, Research, Treatment & Services) Center at RUSH. Dr. Wainer has extensive experience with assessment, early intervention, and parent mediation for individuals with ASD. Her program of research focuses on ways to increase access to intervention for young children with ASD and related neurodevelopmental conditions. She also provides training and consultation in ASD Early Intervention and Parent Coaching for community-based providers in the United States and Internationally.

Susan Wilczynski, PhD, BCBA-D
Professor, Ball State University

Dr. Susan Wilczynski is the Plassman Family Distinguished Professor at Ball State University, a licensed psychologist, and a board-certified behavior analyst. She holds a certificate in Diversity, Equity, and Inclusion from Cornell University and serves on the diversity advisory board for Wolters-Kluwer Publishing House’s nursing division. Susan’s research focuses on training practitioners to use the diversity-affirming evidence-based practice decision making model, which parallels her 2024 book “A practical guide to finding interventions that work for Autistic people: Diversity-affirming evidence-based practice.” Susan has edited and/or written multiple books, including Postsecondary Transition for College- or Career-Bound Autistic Students which includes her chapter, “The need for relationship and sexuality education for transition-aged Autistic youth.” She has published in numerous journals such as Behavior Analysis in Practice, Journal of Applied Behavior Analysis, Focus on Autism and Other Developmental Disabilities, and Psychology in the Schools. Susan often serves as an associate editor for Behavior Analysis in Practice.

Benjamin Yerys, PhD
Associate Professor of Psychology, Children’s Hospital of Philadelphia

Dr. Benjamin Yerys is a licensed psychologist. He is an Associate Professor of Psychology at the Children’s Hospital of Philadelphia and the Perelman School of Medicine at the University of Pennsylvania. Dr. Yerys’ research addresses the role of attention, cognition, and reward-based learning for children on the autism spectrum and other neurodevelopmental conditions. Dr. Yerys wants to know how these skills relate to repetitive behaviors, co-occurring psychiatric symptoms, daily living skills, and ultimately people’s quality of life. He applies this knowledge to develop new treatments.